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OER4Schools/Supporting reasoning and managing group work: Difference between revisions
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Revision as of 09:54, 5 June 2012
, 13 years ago→Activity One: Reinforcing understanding of group work
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= Activity One: Reinforcing understanding of group work = | = Activity One: Reinforcing understanding of group work = | ||
'''Magic Microphone for reasoning ''' | '''Magic Microphone for reasoning ''' | ||
'''A.''' {{activity|Individual activity}} Think of answers to the question below. You can write them on a mini-blackboard or sheet of paper for reference during the activity. Think of as many answers as possible and '''give a reason in each case.''' (Tip: think of the Powerpoint presentation about questioning strategies that you saw in the previous session and draw on your own experience of carrying out group work in the classroom.) | |||
'''A | |||
* '''When would you use group work in your classroom? Why? '''Give concrete examples of specific lesson activities where possible. For example, | * '''When would you use group work in your classroom? Why? '''Give concrete examples of specific lesson activities where possible. For example, | ||
** when a topic has many sub-topics '''because '''the sub-topics can be mastered by small groups and then taught to other groups, as in different types of pollution | ** when a topic has many sub-topics '''because '''the sub-topics can be mastered by small groups and then taught to other groups, as in different types of pollution | ||
** | ** when summarising the topic that has extended over many lessons <nowiki>[give example]</nowiki>'''because''' pupils can remind each other about the things that they have learnt without repetition by the teacher | ||
** | ** when applications of a topic <nowiki>[give example] are being discussed </nowiki>'''because''' there can be many answers for this | ||
{{Ednote|text= | {{Ednote|text= | ||
We did a simple version of the magic microphone activity in Unit 2 Session 1. Now we are taking this to the next level to explicitly promote '''reasoning''' among participants as well as pupils. | We did a simple version of the magic microphone activity in Unit 2 Session 1. Now we are taking this to the next level to explicitly promote '''reasoning''' among participants as well as pupils. | ||
For this activity, you will need a prop such as a stick, a pen, a ball or an empty water bottle. | For this activity, you will need a prop such as a stick, a pen, a ball or an empty water bottle. | ||
Allow 8-10 minutes thinking time before passing around the prop. | Allow 8-10 minutes thinking time before passing around the prop. | ||
}} | }} | ||
'''B | '''B.''' {{activity|whole group}} Pass a prop around. Whoever has the prop answers the question above and gives their reason(s). | ||
{{Ednote|text= | {{Ednote|text= | ||
Ask every participant to contribute one answer initially, with a '''reason'''. Encourage them to avoid repeating an answer that has been already said. In the end, if time permits, you can ask participants to contribute any reason that they have written but has not yet been said by any other participant. | Ask every participant to contribute one answer initially, with a '''reason'''. Encourage them to avoid repeating an answer that has been already said. In the end, if time permits, you can ask participants to contribute any reason that they have written but has not yet been said by any other participant. | ||
Emphasise that participants should give reasons for their answers or answer the ‘why’ question. Ideally they should mention a specific lesson topic example. | Emphasise that participants should give reasons for their answers or answer the ‘why’ question. Ideally they should mention a specific lesson topic example. | ||
Some examples of expected answers are: | Some examples of expected answers are: | ||
* when peers can be useful learning resources for each other | * when peers can be useful learning resources for each other | ||
* to encourage sharing, reasoning and challenging of ideas | * to encourage sharing, reasoning and challenging of ideas | ||
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If any of the points above are not mentioned by participants, you can state them in the end. | If any of the points above are not mentioned by participants, you can state them in the end. | ||
}} | }} | ||
